The DOI matches its Crossref record; 26 of the 26 references it cites were found in a registry or an index.
The Role of Nonspecific Factors in the Task Performance of Learning Disabled Children: A Theoretical Assessment
Abstract
A review of recent research on the development of memory, attention, perception, and learning provides support for a new interpretation of the learning disabled child's failure to perform normally in a variety of task settings. Learning failure in these children has often been attributed to the existence of discrete and specific disabilities in a variety of psychological processes necessary for learning. In the context of research from developmental psychology, however, the poor performance of learning disabled children on many tasks suggests that they may not have developed the cognitive and emotional characteristics necessary to adapt to the requirements of a task and to use active and efficient task strategies. This view has important implications for both research and treatment.
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Cites
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Cited by
Stanovich, K. E. (1986) · Reading Research Quarterly · doi:10.1598/rrq.21.4.1 · Cited by 5,222
The quality of online social relationships
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The right and wrong places to look for the cognitive locus of reading disability
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Promoting Strategic Learning by Postsecondary Students with Learning Disabilities
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Metadata
- Authors
- Torgesen, J. K.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 1977-01
- Volume
- 10
- Issue
- 1
- Pages
- 27-34
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2129677706
- Cited by
- 285
- References
- 26
- FWCI
- 20.21
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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